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RESEARCH Rutgers CESP / Research / Publications / Research at the Center The Rutgers Center for Effective School Practices has decades of experience conducting rigorous research as well as research-informed programming and evaluation initiatives across educational contexts. Our research collaborators and client partners include school districts, schools and institutions, professional development providers, educational content and curricula creators, university consortia, health educators, industry- and discipline-specific associations, workforce development entities, and learning-related practitioners. Drawing on expertise in study design, mixed methods research, and data analytics, the center regularly leads and collaborates on multidimensional projects that address diverse professional needs. Our research services target problems of practice – as well as opportunities – related to program management, assessment, and organizational effectiveness, among other areas. We are in constant pursuit of greater understanding about research and evaluation best practices, and we critically assess our own work so as to continuously optimize our research value and to support the field of research overall. Explore our research publications and presentations in the sections below. Contact us to discuss research topics or collaboration opportunities. Featured Research This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Six-Year Study of High School Computer Science Participation Rutgers CESP Research Brief The results of a national survey addressing professional development in rural schools are explored. Themes include decision-making, job-embedded programming, learning objectives, quality, and school culture. Job-Embedded Professional Development Programs in Rural Schools Published through 100Kin10 Grand Challenges Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Lit Review Explores Online Professional Learning Communities Published by the Institute of Education Sciences Research Archive Year Title Authors Description 2026 Designing for Translation: Leadership Learning that Leads to Action Cynthia L. Blitz & David J. Amiel Collaborative professional learning inspires, but too often stays in the notebook. This report explores a practical framework for designing leadership learning that translates into sustained action. 2025 Readiness Assessment as a D&I Strategy: Informing Universal Depression Screening Implementation in Schools Cynthia L. Blitz, David J. Amiel, & Itzhak Yanovitzky This presentation shared results of a pre-implementation readiness assessment for universal depression screening in schools and its function within dissemination and implementation research. 2025 The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz The study identifies key factors influencing 9th-grade computer science enrollment, revealing persistent participation gaps and providing actionable strategies to promote equity during the middle-to-high school transition. 2025 Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions Cynthia L. Blitz, David J. Amiel, & Vivian Allen This presentation provides educators with a systematic framework for evaluating computer science curricula, addressing resource overload through practical guidance on content relevance, feasibility, and contextual fit. 2025 The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration David J. Amiel, Fran P. Trees, & Kristen Hickman A 12-day middle school project where students design, build, and showcase arcade games using Scratch, culminating in a class game fair; promotes relevant, sustained, and engaging CS learning. 2025 An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. 2025 Technology Course-Taking in High School: Insights for Underrepresented Populations Teresa G. Duncan, Cynthia L. Blitz, Nedim Yel, & David J. Amiel This study examines how student and school characteristics influence high school technology course enrollment, highlighting persistent disparities among underrepresented groups in computer science education. 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! David J. Amiel, Cristin Sedelmaier, & Frances P. Trees A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. Page 1 of 8

Back to Research Designing for Translation: Leadership Learning that Leads to Action Cynthia L. Blitz & David J. Amiel Professional learning for educational leaders faces a persistent problem: the gap between an inspiring session and meaningful change back at the office. Collaborative learning communities offer a powerful response, but simply bringing leaders together doesn't guarantee that what they learn will stick. In this article, Dr. Blitz and Mr. Amiel from Rutgers University's Center for Effective School Practices offer a practical, research-informed framework for closing that gap. Organized around three phases (before, during, and after collaborative learning events) the authors outline concrete strategies for designing experiences where translation into practice is built in. From pre-assessing participants and structuring intentional groupings, to facilitating real-time resource co-creation and actionable sharing prompts, to maintaining peer-driven accountability long after the event ends, the framework treats each phase as an opportunity to move leaders closer to implementation. Drawing on research in translation and implementation sciences alongside firsthand examples from research-practice partnerships and communities of practice, the piece is written for anyone who designs, facilitates, or participates in professional learning for school and district leaders. April 2026 Collaborative professional learning inspires, but too often stays in the notebook. This report explores a practical framework for designing leadership learning that translates into sustained action. Citation Blitz, C. L., & Amiel, D. J. (2026). Designing for Translation: Collaborative Leadership Learning that Leads to Action . Rutgers University Center for Effective School Practices. https://cesp.rutgers.edu/product/designing-for-translation View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

PROJECTS Rutgers CESP / Research / Projects / Projects at the Center In addition to our work providing services to teams, school districts, and other organizations, Rutgers CESP also leads or partners on a number of projects spanning multiple domains. Thanks to the center's highly skilled team and decades of experience, Rutgers CESP frequently secures funding from local, state, and federal government agencies as well as private corporations and foundations. Since 2010, Rutgers CESP has secured over $22 million of funding through competitive awards and contracts, developing an expansive portfolio of research grants, program evaluations, and other initiatives to support practitioners and other professionals within and beyond education. Explore a selection of the center's projects below. We are an agile team, well positioned to identify and respond to intersectional problems of practice in many contexts, from education and educational policy to workforce development, public health, training programs, and beyond. If you are searching for an experienced and thoughtful partner for your next grant, or looking to bring a project to fruition, let's connect . Educational Research, Practice, & Policy The BRIDGE Initiative, Engagement of Parents of Students with Disabilities 2025 - 2028 N.J. Department of Education, OSE In partnership with the NJ Department of Education, The BRIDGE Initiative works to improve the engagement of parents and caregivers of students with disabilities by providing curated, actionable resources and technical assistance to educators and families. Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS 2021 - 2026 U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. The Computer Science Teaching and Learning Collaboratory (CS-TLC) 2018 - 2022 National Science Foundation A researcher-practitioner partnership between NJ and PA school districts and Rutgers, CS-TLC aims to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. iStronG (Inclusive, Strong, and Green): A Student-Centered Systems Thinking, Place-Based, and Technology-Driven Curriculum 2018 - 2022 National Science Foundation iStronG involved development and implementation of the curriculum as well as training for college access professionals (program staff from four Upward Bound programs) who would be teaching and working with students. Leadership & iSTEAM for Females in Elementary School (LiFE) 2018 - 2021 National Science Foundation CESP served as external evaluator for LiFE by gathering data to inform the project team about needs and effective practices to share successes and improve project effectiveness. Diverse Teachers for Diverse Schools 2018 - 2020 New Jersey Department of Education Influenced by research demonstrating gains in learning for minority students taught by teachers from similar backgrounds, this collaboration with a consortia of charter schools addressed teacher recruitment, mentoring, and induction strategies. Regional Education Laboratory Mid-Atlantic (RELMA) 2012 - 2017 Institute of Education Sciences Dr. Blitz served as the Research Alliance (RA) Task Lead, fostering partnerships with regional stakeholders. Training & Development Biomedical Excellence Achieved through Coaching Networks (BEACON) 2023 - 2028 National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Rutgers Computer Science Education Professional Learning Hub 2021 - 2022 New Jersey Department of Education The center collaborated with the university’s computer science department to establish, maintain, and expand a central New Jersey-based hub offering access to differentiated and sustained computer science education professional learning opportunities. New Jersey Early Learning Training Academy (NJ-ELTA) 2014 - 2016 New Jersey Department of Education This professional development initiative aimed to create and deliver research-based training and technical assistance to early childhood educators and key stakeholders throughout the state. Formative Assessment 2013 - 2015 New Jersey Department of Education A two-year Formative Assessment program was designed to support the increasing need to improve New Jersey educators’ data literacy related to assessment-driven English Language Arts (ELA) instruction. Common Core Academy 2013 - 2013 New Jersey Department of Education The center developed, coordinated, and implemented a week-long professional learning event that provided training to more than 230 New Jersey teachers and administrators on the practical application of the Common Core State Standards. Health & Public Policy Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation 2022 - 2025 N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. New Jersey Alliance for Clinical and Translational Science (NJ ACTS) 2019 - 2031 National Institutes of Health In the capacity of internal evaluator for NJ ACTS, the center works within the large-scale project that involves health care providers and clinical researchers across Rutgers Health, New Jersey Institute of Technology, and Princeton University. Project ASPEN: Active Surveillance of Policy Ecosystems and Networks to Enhance Brokering of Research Evidence into State Policymaking 2019 - 2022 William T. Grant Foundation The project’s primary goal was to collaborate with the National Alliance on Mental Illness – New Jersey, an established patient advocacy organization, to produce and disseminate research relevant to implementing universal screening for adolescent depression in public schools. Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers 2017 - 2018 Patient-Centered Outcomes Research Institute (PCORI) This project was intended to better understand the experiences of patients suffering from end-stage renal disease, their caregivers, and their healthcare providers in acquiring, receiving, and communicating information about treatment options and decision-making.

RESOURCES Rutgers CESP / Research / Resources / Our center’s commitment to building the capacity of education stakeholders to develop and deliver high-quality, evidence-based instruction and learning opportunities is a point of pride. To support and shape best practices within and beyond educational contexts, the Center for Effective School Practices creates professional resources that aim to bolster practitioners’ abilities to improve learning among individuals, teams, groups, and entire institutions. Now Available: Computer Science Instructional Resources Through an Education, Innovation, and Research (EIR) award from the United States Department of Education, the Extending the Computer Science Pipeline project engaged middle school educators teaching computer science and related courses. Participating educators received hands-on technical assistance and professional learning as they developed high-quality instructional resources to engage all learners in rigorous and relevant computer science instruction. Lesson packages, practice guides, professional learning and other project resources are all available for free! Access CS Resources Full Collection Many of the resources listed here were developed in alignment with the center’s recent focus on scalable mechanisms for improving computer science education across the K-12 continuum. You also will find resources for recruiting schools to participate in research. Explore these sets of practitioner-facing resources, such as lesson packages, curricula development guides, professional development content, and other ready-to-use materials. We will continue to post new resources on this webpage, so check back often and follow our center on social media for updates. Year Resource Description Tags 2025 Common Online Math Platforms at a Glance: Reference Sheets Consise and printable one-pagers summarizing five widely used online math learning platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. mathematics; educator resources; ALEKS; Beast Academy; DreamBox; IXL; Khan Academy 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. computer science education; entrepreneurship; curriculum resource; interdisciplinary learning 2024 School Recruitment Resource Packet This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. research; schools and districts; outreach and engagement 2024 Middle School Introductory Computer Science Curriculum Crosswalk This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. computer science; course and curriculum planning; online tool 2024 Computing Concepts: A Four-Part Professional Development Video Series for Middle School Educators At-your-own-pace video modules in this four-part professional development series include: Impacts of Computing, Networks, The Internet, and Protocols. computer science; professional learning; videos Page 1 of 3

NEWS & BLOG Monday, January 19, 2026 Project BEACON Update The Biomedical Excellence Achieved through Coaching Networks (BEACON) is moving into its second year, and the research team has been busy building momentum across Rutgers. While results from the study are still ahead, the project is well underway and continuing to expand as researchers explore how professional coaching might support biomedical PhD students. Read More Monday, September 22, 2025 A New Way to Look at Online Math Platforms: Our Reference Sheets! The new "Math Platforms at a Glance" Reference Sheets give teachers a clear look at major digital math platforms like Khan Academy, IXL, and DreamBox. This free resource offers practical comparisons, classroom insights, and tips to find the best fit for every teaching style and purpose. Read More Monday, September 15, 2025 Welcome to the CESP Team: Solangel Troncoso We’re excited to welcome Solangel Troncoso to the team. A published scholar whose work spans gender, adolescence, and resilience, Solangel brings experience in qualitative research and community engagement to CESP's applied research, outreach, and resource development work. Read More Monday, September 1, 2025 Celebrating Progress: Annual Reflections on the EDGE Program An external evaluation of the EDGE program shows continued progress in supporting blind and visually impaired students as they prepare for college, careers, and independent living. Year-two findings highlight strong self-efficacy, record-breaking participation, high event satisfaction, and increased employment-related activity. Read More Monday, August 18, 2025 Welcome to the CESP Team: Taylor Clough We’re excited to welcome Taylor Clough to the team. With experience in program implementation, evaluation, and data analysis, Taylor has co-authored practitioner resources on special education, social-emotional learning, and computer science; his social-work lens centers the lived experiences of students, families, and communities. Read More Load More

Back to Research The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams Itzhak Yanovitzky & Cynthia L. Blitz In this poster presented by Rutgers researchers Cynthia L. Blitz and Itzhak Yanovitzky at the Academy Health Ninth Annual Conference on the Science of Dissemination and Implementation in 2016, the COM (Capability, Opportunity, Motivation) model is described as a holistic approach to understanding and improving data use within organizational teams. The framework explains how individuals and teams can effectively integrate data-driven practices through three dimensions. Data use capacity focuses on developing essential skills and competencies and involves building data literacy. Capacity is shaped by both objective skills and subjective experiences, recognizing that prior interactions with data significantly influence future engagement. Opportunity addresses the structural and environmental conditions supporting data use. This includes developing robust infrastructure for data sharing, integrating data workflows into organizational procedures, and creating external incentives that encourage data-driven decision-making. Motivation plays a crucial role in driving data use. The model examines key psychological factors where individuals assess potential personal and organizational benefits. Self-efficacy is a critical component, reflecting an individual's confidence in using data to accomplish specific tasks. Social norms and perceived barriers further modulate motivation. Blitz and Yanovitzky argue that team data-use routines emerge from the intersection of these themes, and that effective teams leverage diverse expertise, maintain positive leadership, and prioritize communication and conflict management. They believe the COM model provides a blueprint for organizations seeking to transform their data use practices, highlighting the interconnected nature of individual capabilities, team dynamics, and organizational support. December 2016 9th Annual Conference on the Science of Dissemination and Implementation in Health Washington, D.C., USA The poster presents a COM (Capability, Opportunity, Motivation) model as a holistic approach to considering data use routines and integrating data-driven practices more effectively within organizations. Citation Blitz, C. L., & Yanovitzky, I. (2016, December 14). The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams [Poster presentation]. 9th Annual Conference on the Science of Dissemination and Implementation in Health, Washington, D.C., USA. https://academyhealth.confex.com/academyhealth/2016di/meetingapp.cgi/Paper/14133 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More The Power of Partnership: Why SEPAGs Matter in Special Education Anna Lasek, Communications Assistant Special Education Parent Advisory Groups (SEPAGs) are parent-led groups that work with districts to create inclusive environments for students with disabilities. These groups provide a structured space for parents, educators, and administrators to collaborate on policies, programs, and practices that impact students with disabilities. Return to Blog Special Education Parent Advisory Groups (SEPAGs) are parent advisory groups that work with districts to create inclusive environments for students with disabilities. From providing inputs on curriculum and class instruction to making sure there is adequate facilitation, SEPAGs play a critical role in ensuring that there is an adequate and structured spaces of learning for all students. These groups, required by New Jersey law, provide a structured space for parents, educators, and administrators to come together and collaborate on policies, programs, and practices that impact students with disabilities. SEPAGs are successful and embedded in partnership. They provide an opportunity for families to share their lived experiences, raise concerns, and offer feedback—all of which help shape more responsive, inclusive, and effective services. For schools and districts, SEPAGs offer valuable insight into what’s working and where improvements are needed. Transparency, feedback, and change are key to developing an inclusive environment for schools for all students. Here's how to get involved: Contact your local school district Inquire about the SEPAG: learn how to get involved Attend meetings: Stay involved and attend meetings to stay up to date with what is happening within school districts. Express your interest: Stay active and show involvement, they know that you are interested in joining the group. Participate in discussions and activities: Share your experiences, concerns, and ideas related to special education in the district. Stay informed: Stay active and informed with new updates Engage with other parents. SEPAGs are a great opportunity not only to develop strong connections between families and the school district, but also for families to connect with one another! Whether you're a parent, educator, or administrator, engaging with your local SEPAG is a meaningful way to strengthen your school community and advance equity in education. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

Back to Projects Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation N.J. Commission for The Blind The Rutgers University Center for Effective School Practices (CESP) is serving as the external evaluator for the Employment, Development, Guidance, and Engagement (EDGE) program, a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured into two distinct phases: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. Both phases are strengthened by the invaluable insights and guidance from former EDGE enrollees who now serve as staff and mentors, providing a unique perspective to current participants. In its evaluative capacity, Rutgers CESP will closely collaborate with the EDGE program's stakeholders to assess its efficacy and impact. This comprehensive evaluation will involve detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. CESP is excited about this partnership and is eager to contribute its evaluative expertise to a program making a profound difference in the lives of blind and visually impaired youth. Timeline This project began in July 2022 and is scheduled through June 2025. Sponsorship This program is funded by the New Jersey Commission for the Blind and Visually Impaired (Department of Human Services). Rutgers CESP is contracted for evaluation services by The Arc of Ocean County. Project Leaders & Key Personnel Program Director: Perry Sandler External Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations The Arc, Ocean County Chapter Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Celebrating Progress: Annual Reflections on the EDGE Program Year-two evaluation highlights growth, engagement, and student outcomes An external evaluation of the EDGE program shows continued progress in supporting blind and visually impaired students as they prepare for college, careers, and independent living. Year-two findings highlight strong self-efficacy, record-breaking participation, high event satisfaction, and increased employment-related activity. The Rutgers Center for Effective School Practices (CESP) is proud to share highlights from the external program evaluation of EDGE. The Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation is a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured in two: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. We are proud to share some major highlights from year 2 of the evaluation. From Self-efficacy to record breaking attendance, EDGE’s growth and commitment to its students and their development. Improved Self-Efficacy : At the end of year 2, 100% of EDGE students agreed they can achieve outcomes important to them. Self-efficacy—a student’s belief in their ability to succeed—started and remained high throughout the year. Tackling Academic & Social Challenges : Students reported significant growth in knowing what to do and who to go to when academic or social issues arise in college. These gains highlight the effectiveness of EDGE’s preparation for real-world college experiences. Record-Breaking Attendance : EDGE saw its highest participation yet: average quarterly attendance jumped from 11 to 17 students, with workshop turnout now consistently reaching or exceeding 30 participants per session. Consistently High Event Satisfaction : Students love EDGE events, and the data shows it. Workshops averaged 4.4 out of 5 in satisfaction and showed an average +0.7 point increase in self-reported skills. Tech Talks went even higher, with greater perceived skill gains and equally strong ratings. Increased Employment Activity : The EDGE program continues to demonstrate meaningful, measurable progress in helping students prepare for college, careers, and independent living. With a thriving community and data-driven approach, EDGE is building a foundation for lasting success—and CESP is proud to continue supporting its growth into the future. Whether it be thinking about differentiating activities, incorporating review games, sharing the latest assistive technologies, or brainstorming ways to provide students with “learning that lasts,” working with the EDGE program has been a pleasure. CESP is looking forward to seeing its growth over the next year! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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